Use of Medication Versus Reinforcement to Modify a Classroom Behavior Disorder

Abstract

Contingency management procedures and psychotropic medication (diphenhydramine hydrochloride) were both applied in an attempt to decelerate facial grimaces by a five-year-old language and learning disabled boy. Effects of self-recording, teacher praise, and candy were compared with effects of self-recording and praise only; grimacing in the classroom setting decelerated using both procedures. A doubleblind, placebo-controlled study of the effects of diphenhydramine on grimacing was also conducted in the child's classroom and the medication was found not to significantly affect the behavior's rate of occurrence. The child's arithmetic performance was also unaffected by the medication. It was concluded that the behavioral effects of drugs could be measured in the same fashion as the effects of other behavior modification procedures.

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